Our second hypothesis was that children would be more likely to imitate familiar models because, like learning from video, observing a third-party interaction does not involve contingency between the participant and the model (Krcmar, 2010). This hypothesis was also not supported. It is possible, given that our participants were recruited mainly from group classes, that their experience with other children made them equally likely to engage in imitation (Seehagen & Herbert, 2011). It is also possible that a standard methodological practice we employed may be partly responsible for the equivalent performance across conditions. Our manipulation of familiarity involved long-term familiarity of the confederate in the third-party interaction, specifically, family members compared with unfamiliar experimenters or children. However, in all four conditions, the participants had a warm-up with the experimenter before watching her demonstrate novel actions to the confederate. It is possible that the short-term familiarity with the experimenter established by the warm-up phase might have been enough to establish similar benefits as long-term familiarity with the confederate (e.g., Slaughter et al., 2008).